Research Publications

Now showing 1 - 3 of 3

Open Access
Examining Teacher Readiness for Blended Learning: A Case Study in a Sri Lankan Government 1AB School
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Kumarihamy, W; Kumara, L
The integration of Blended Learning (BL), where traditional face-to-face instruction combines digital and online tools into general education, has become increasingly significant with the COVID-19 pandemic to ensure the continuity of education. BL provides flexible, personalized education that promotes student responsibility and digital literacy, but a gap remains between Sri Lanka’s policy goals and teachers’ potential to implement them. This article explores teacher readiness for implementing the BL approach at a Sri Lankan Government 1AB school, focusing how teachers express their preparedness for BL in terms of digital skills, pedagogical strategies, andresource availability; challenges teachers face when implementing BL; and support systems and resources required to enhance teacher effectiveness as research objectives. A qualitative research methodology was employed, and datawere collected from six teachers representing different subject disciplines in grades 6-11 through semi-structured interviews. The responses were thematically analyzed to identify key patterns and themes. According to the findings, participants are open and positive towards BL, but limited resources and infrastructure, a lack of subjectspecificdigital content, language barriers, and a lack of training on digitalization and education technology hinder its effectiveness. Resource limitations led teachers to utilize their personal devices, which is a privacy concern between work and personal life affairs, and they must depend on freely available learning management platformssuch as e-Thaksalawa and DP education. Digital tools are mainly used for content delivery and communication,with the least utilization for assessment and interactive learning. The study highlights the need for improved infrastructure, ongoing professional development, supervision, and contextualized pedagogical innovations, offering key insights for policymakers, educational leaders, and teacher educators to foster an inclusive, technology-enabled education system in Sri Lanka.
Embargo
Blended induction program for electronic engineering freshmen
(Sage Publications, 2018-10) Dayawansa, I; Wijenayake, C; Edussooriya, C; Samarasekara, T; Karunasekara, C; Dias, D; Samarasinghe, K; Kulasekere, E. C; Rodrigo, R; Dayananda, N
This paper presents learning and teaching experiences gathered from an induction program conducted at the Department of Electronic and Telecommunication Engineering, University of Moratuwa, Sri Lanka for newly enrolled undergraduate students. The induction program, named as the pre-academic term, was an experimental effort to explore the applicability of blended leaning concepts to enhance the learning experience of Engineering freshmen, while enabling smooth transition from high school to university education. In addition to standard lectures, an integral part of the program was in-class demonstrations, where electronic circuits were assembled from scratch on a printed circuit board and demonstrated using a projected camera during the lectures. Organization, learning objectives, brief description of the example projects are presented along with a summary of formal student feedback. More than 85% of the freshmen indicated that the induction program helped them to smoothly begin the university education. A qualitative assessment in the laboratory work indicated that about 98% of the students successfully completed the assigned hands-on activities.
Embargo
Perception of Postgraduate Students on Emergency Remote Teaching (ERT) During the COVID-19 Lock-Down: A Cohort Study in a Public University in Sri Lanka
(Faculty of Humanities and Sciences - SLIIT, 2021-03-26) Beneragama, C.K.; Pieris, B.C.N.; Pieris, S.E.
Emergency Remote Teaching (ERT) is a temporary shift from an instructional delivery to an alternate delivery mode, perhaps online, due to the current pandemic situation, which involves the use of fully remote teaching solutions or some blended learning as a hybrid. The present study was conducted with a cohort of students(n=37) within the age range 25-35, pursuing a Master’s degree program in a public university in Sri Lanka to elucidate their perception about ERT. In the pre-COVID-19 time, the major portion of the course has been offered face-to-face. However, due to the crisis situation under the COVID-19 lock-down since March 2020, the course has been shifted totally to online modes, considering ERT, with the concurrence of the students. All online sessions and activities were carefully selected, planned and executed to ensure effective learning takes place. Sessions were delivered asynchronously using the Learning Management System of the institute, WhatsApp and emails. After completion of the course, an online perception survey was conducted using a Google Form to obtain their feedback. The data was cross-tabulated, and a factor analysis was performed. The results revealed that the students perceived all the activities conducted as Emergency Remote Teaching (ERT) highly positively, during the COVID-19 lock-down period. The findings of the present study will give all educationists an opportunity to re-visit the courses offered totally face-to-face until now, and to think of moving towards blended learning to facilitate the 21st Century learning.

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